Category: Sociology

I have included the instructions and the rubric. Feel free to change the Title

I have enclosed the instructions, plaese follow carefully as I need 2 primary references and a Biblical scripiture

Read two stories from Chapter 6 Family Chaos and Resilience from Children of Divorce-Stories of Loss and Growth.

Citing three to five scholarly sources, write a 500-750-word reflection on what you learned about resilience from two of the following stories:

1. Strength in Appreciation of Complexity, Multiple Divorces
2. Pretending that the Family is Normal
3. The Long Struggle
4. The Imperative to Mature
5. Difficulty in Accepting a Stepfather, and Finding Sanity in a Chaotic World

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Please Note chapter 6 attached

Please use the following as one of the references and add in text citation and page numbers,

Howe, T.R. (2023). Marriage and families in the 21st century (3rd ed.). SAGE publication Inc., https://bibliu.com/app/?bibliuMagicToken=cw7ctYYX3vt7erCfFldaIvHU5fcCboze#/view/books/B1BZOBK5B15XV/epub/OEBPS/s9781071852484.i1163.html

This should be a fairly typical college research paper. You will write a 4 page summary of recent academic scholarship on your topic using at least 4 scholarly sources. Your summary needs to have 4 distinct sections (with section titles). You need to use academic research in each section.

Your summary needs to address the following questions:

• Define your topic How are your subjects identified? What do they do that makes them deviant? Is this an act or an identity? How is the act related to the identity? Is this a situational identity, or a permanent one? Describe what makes them unique.
• History – What is the history of the identity? Is this a new identity or an old one? How has the identity changed? What brought about the identity? How does it function in society? Why has it changed or originated recently?
• Consequences What are the legal, social, or other consequences for this group?

The paper is to be typed in 12 point Times New Roman font (or Calibri 11 point), double spaced, numbered, with 1 margins, and in ASA format. Also, please include your name in the header or footer next to the page number. Partial pages and odd spacing will not count towards your page minimum. Please also see the document on Canvas regarding what counts as a scholarly source.

You will need to have your topic approved by your instructor. I highly recommend picking from the list below. For your topic selection you will need to submit a MS Word document with a) your topic and b) the location of the online community you will use for the in-group analysis. For 10 points of extra credit, you can include 2 of the academic sources you plan on using for your paper.

BANNED TOPICS:

Crush Porn

Political Groups

Abortion (anything about it)

Tattoos/Piercings

Animal Fighters

LGBTQIA2

Religious Groups (other than established cults)

Elder Abuse

Trophy Hunting

Trans

Racial/Ethnic Groups

Sexual Assault (adult or child)

Child/Elder Abuse

Hate Groups

Marijuana Users

Immigrants/Refugees

instructions located in file below.

Option # A requires 2 question essays 4 pages each with each requiring there own specific readings. Please follow the instructions provided with the writing format on each question as stated by professor. Each need a cover page and a reference page as well along with citing and page numbers in essays. question 1 requires the readings of Parsons and Merton. Question 2 requires the reading of Davis and Moore.

Students will imagine a creative piece (see below) providing an opportunity to study a topic of their choice by exploring their relationship to the life course perspective and by integrating lecture and readings on the sociology of the life course.

Students are invited to use a medium of their choice to represent their understanding of the sociology of the life course throughout one topic of their choice and to explore their relationship to it as a social being e.g. as a person with their own biography but living within a certain history or sociohistorical context; as a person who has agency, but whose agency is conditioned by larger social structures and systems; as a person with intergenerational influences and/or individual social constraints to their agency that might be better or also understood as public issues.

Students can select a medium of their choice (e.g. photography, drawing, painting, mapping, videos, etc.) to represent the life course perspective through the topic they studied in the way they like. There is no right or wrong way to do so. The most important part of these projects is how students accurately explain their creative project in relation to the sociology of the life course.

These projects are designed to give students agency and control over their learning process, while also allowing them to explore sociology in creative and personal ways. The midterm and final projects are assigned to help students improve their creativity, analytical skills, critical thinking, and to become familiar with how their thoughts are shaped by their assumptions and preconceived ideas. Students are expected to take a position, clearly argue their points (drawing on their own research, class readings and discussions).

Midterm assignment:

Students will submit one midterm writing presenting the topic they have selected and how they intend to study and develop it to create their final project. The midterm assignment is designed to help students to imagine and conceptualize their final project and to receive feedback.

• Considering the sociology of the life course, students will define a specific topic to develop their own research and critical analyses. The creative project represents an analysis of one topic of your choice related to the life course perspective.
• The writing must be organized as follows: 1) present the topic chosen, 2) justify its importance for the life course perspective, 3) evaluate evidence based on scientific literature, 4) discuss this evidence and establish a position on the topic.
• Paper length is minimum 800 words, maximum 1200 words (word count includes footnote/ endnotes, but excludes bibliography), single-spaced, fully justified, and with 1 margins on all four sides. The font must be Times Roman, and the font size must be 12.
• Please utilize the AMA Manual of Style when formatting references. Exact formats and citation styles for written assignments are based on What AJPH Authors Should Know from the American Journal of Public Health. I strongly encourage the adoption of an electronic citation system such as Zotero, Mendeley, EndNote or others.
• A minimum of five scientific articles is required for the literature review to help you to develop and to support your main personal argument. The evidence base for this assignment consists of peer-reviewed articles, official reports by governmental agencies such as the United States Department of Health and Human Services (DHHS), Center for Disease Control and Prevention (CDC), Maternal and Child Health Bureau (MCHB), etc., and official reports by international organizations such as the WHO and the UNICEF. Statistics and facts that appear in lay publications, even respected ones such as the New York Times, Wall Street Journal, or their international equivalents, should be traced to their original sources and cited accordingly.

Students will imagine a creative piece (see below) providing an opportunity to study a topic of their choice by exploring their relationship to the life course perspective and by integrating lecture and readings on the sociology of the life course.

Students are invited to use a medium of their choice to represent their understanding of the sociology of the life course throughout one topic of their choice and to explore their relationship to it as a social being e.g. as a person with their own biography but living within a certain history or sociohistorical context; as a person who has agency, but whose agency is conditioned by larger social structures and systems; as a person with intergenerational influences and/or individual social constraints to their agency that might be better or also understood as public issues.

Students can select a medium of their choice (e.g. photography, drawing, painting, mapping, videos, etc.) to represent the life course perspective through the topic they studied in the way they like. There is no right or wrong way to do so. The most important part of these projects is how students accurately explain their creative project in relation to the sociology of the life course.

These projects are designed to give students agency and control over their learning process, while also allowing them to explore sociology in creative and personal ways. The midterm and final projects are assigned to help students improve their creativity, analytical skills, critical thinking, and to become familiar with how their thoughts are shaped by their assumptions and preconceived ideas. Students are expected to take a position, clearly argue their points (drawing on their own research, class readings and discussions).

Midterm assignment:

Students will submit one midterm writing presenting the topic they have selected and how they intend to study and develop it to create their final project. The midterm assignment is designed to help students to imagine and conceptualize their final project and to receive feedback.

• Considering the sociology of the life course, students will define a specific topic to develop their own research and critical analyses. The creative project represents an analysis of one topic of your choice related to the life course perspective.
• The writing must be organized as follows: 1) present the topic chosen, 2) justify its importance for the life course perspective, 3) evaluate evidence based on scientific literature, 4) discuss this evidence and establish a position on the topic.
• Paper length is minimum 800 words, maximum 1200 words (word count includes footnote/ endnotes, but excludes bibliography), single-spaced, fully justified, and with 1 margins on all four sides. The font must be Times Roman, and the font size must be 12.
• Please utilize the AMA Manual of Style when formatting references. Exact formats and citation styles for written assignments are based on What AJPH Authors Should Know from the American Journal of Public Health. I strongly encourage the adoption of an electronic citation system such as Zotero, Mendeley, EndNote or others.
• A minimum of five scientific articles is required for the literature review to help you to develop and to support your main personal argument. The evidence base for this assignment consists of peer-reviewed articles, official reports by governmental agencies such as the United States Department of Health and Human Services (DHHS), Center for Disease Control and Prevention (CDC), Maternal and Child Health Bureau (MCHB), etc., and official reports by international organizations such as the WHO and the UNICEF. Statistics and facts that appear in lay publications, even respected ones such as the New York Times, Wall Street Journal, or their international equivalents, should be traced to their original sources and cited accordingly.

In this forum we will practice interviewing. Interviewing will help you understand the nature of good qualitative methodology, which is the most common method used by social psychologists and a method you will use in the research papers for this course. Practicing your interviewing skills also provides an opportunity for you to improve your listening, which of course is an important skill used in all parts of your life.

———

For this assignment:

Read the articles in the modules page on interviewing (especially “In their own words” and “12 handy tips”). Using the guidance from these readings, conduct an interview with a family member or friend (18 or over). This can be in person, over the phone, or online interview. Ask them about their opinion about the natural environment and what can be done to make it better. The discussion must be about environmental problems and solutions.

You can talk about any of the following problems and related solutions: clean water, clean air, pollution, toxic waste, carbon footprint, garbage/recycling, or climate change/global warming. Do not attempt to discuss all of the topics, or even more than two of them. One or two topics is enough. It is ok to let the respondent choose which topic(s) to discuss.

Ask about what they think about these problems, how big/damaging the problems are, the cause of the problems, and most importantly, potential solutions.

For each question about problem/size/cause/solution, make sure to thoroughly probe — probing is not just asking for more information, it is, most importantly, also asking “why”. Why does your respondent believe the things they are saying? When it comes to questions about public opinion, the why question could be rephrased as “why do you believe that”? or “how did you come to those beliefs?” or something similar.

The purpose is to develop a deeper understanding of people, because we understand the meaning behind their beliefs/actions.

In the reading on the 12 tips, they emphasize probing, but not so much the “why” component. This is a fault of the article in how they presented the idea of probing. Asking the why type of probe is important especially for using symbolic interaction theory to analyze interviews. Symbolic interaction theory is the main social psychological theory among sociologists, and is also a part of upcoming readings. For symbolic interactionists, one of the key goals in doing an interview is not just to understand how the person defines reality, but also why they define reality in that way. The concept for symbolic interactionists is “verstehen” (i.e., sympathetic understanding) “meaning,” or “meaningful action”. Meaningful action can be thought of as similar to “motivation.” A formal definition looks like this,

“Action which actors invest with meanings deriving from definite motives and intentions, rather than that which follows from mere habit or INSTINCT, is meaningful action.”

Meaningful action can be uncovered during an interview by probing — not just asking for more information but more importantly, asking WHY. Why does your interview respondent believe what they do?

In this discussion forum, your job is to post at least one page of writing describing:

1) the skills from the readings that tell you how to conduct interviews

2) how you used the skills from the readings in your interview.

For the above 2 things, focus on the some of the 12 tips (from the online readings article with the subtitle “12 handy tips”), making sure that “probing” is one of those.

3) which skills were easiest to accomplish and why,

4) which skills were hardest to accomplish and why, and

5) a question you have about interviewing.

In another 1/2 page, summarize the findings from your interview:

6) what did your respondent tell you about environmental problems and

7) potential solutions.

For 6 and 7, try to discuss the meaningful action you received when probing — why do people believe that about problems/solutions?

There is no maximum word count but your writing should be at least 450 words (1.5 pages).

Lastly, record the interview and paste the transcript at the end of your forum submission (or as a reply to your own forum submission). Transcribing the interview is easiest if you use Zoom, but can also be accomplished using Ottervoice, which has a free plan with a recorder app you can download to your phone.

Your interview should be at least 5 minutes long. There is no maximum length.

At least four scholarly references, be a minimum of 3 pages in length, a Word document, and written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins.

I’ve attached a slideshow to reference and assist for the instructions below and 5 of 4 sources needed for the paper.

Slide A) Cultural

1. Describe the relationship between the cultural beliefs and biases identified in the PowerPoint and the social issue and provide specific examples to support your description. For example, you might describe how the cultural belief is related to bias based on race, ethnicity, gender, expression of gender, age, sexual orientation, or social class.
2. Explain how the cultural beliefs and biases identified in the presentation help you better understand the social issue.

Slide B) Social Roles

1. Describe the relationship between the social roles identified in the PowerPoint and the social issue and provide specific examples to support your description. For example, you might describe how the relationship is positive, negative, or strained. In your response, you might consider what expectations are in place because of the social roles.
2. Explain how the social roles identified in the PowerPoint help you better understand the social issue.

Slide C) Social Inequalities

1. Describe the relationship between the social inequalities identified in the PowerPoint and the social issue. How are the social inequalities present in the issue?
2. Explain how the social inequalities identified in the PowerPoint help you better understand the social issue.

Slide D) Impact of Social Change

1. Describe how the social issue is challenging the existing state or conditions, providing specific examples.
2. How might the social issue facilitate change for the existing state or conditions? Provide specific examples.